What are the forms of teacher recruitment interview?

Teacher recruitment generally has three interview forms: structured interview, trial lecture and lecture.

I. Structure

Structured interview, also known as standardized interview, is a standardized process of evaluating the subjects according to established evaluation indexes, using specific questions, evaluation methods and evaluation standards, strictly following specific procedures, and communicating with the subjects through language.

First of all, according to the analysis of the position, the structured interview determines the evaluation elements of the interview, prepares interview questions in advance in each evaluation dimension and formulates corresponding scoring standards. The interview process follows an objective evaluation procedure, quantitatively analyzes the performance of the interviewee, and gives objective evaluation criteria. Different evaluators use the same evaluation criteria to ensure the fairness and rationality of the judgment.

Second, try to talk.

Trial lecture (scenario simulation)

That is, in the absence of students, try to give lectures within the specified time. In a specific situation, the examiner's face-to-face conversation and observation of candidates is the main means to test whether the examiner who applies for the teacher has professional ethics, basic quality, career development potential and teaching practice ability from the outside to the inside.

Try to talk-mainly examine professional knowledge, reaction ability, teaching basic skills, etc. Trial lecture is the best way to examine teachers' professional ability, because teachers should not only have professional knowledge of pedagogy, psychology and this subject, but also show these knowledge through lectures, so that judges can feel that your professional knowledge is solid, and you can use or embody the principle knowledge of pedagogy and psychology in teaching because of the differences between students and textbooks. At the same time, there will be some unexpected events in class or some small mistakes made due to nervousness during the trial. How to deal with or remedy it is an excellent opportunity to examine candidates' reaction ability. The overall performance of candidates in this link should reflect their basic teaching ability and their own comprehensive quality.

Third, talk about class.

"Lecture" is a new form of teaching and research, which refers to a teaching and research activity in which the lecturer tells the teaching idea and theoretical basis of a lesson (or a unit) on a specific occasion in front of peers or teaching and research personnel, and then the listener comments, the speaker defends and learns from each other, so that the teaching design tends to be perfect.

Lectures involve "speaking" and "class". "Speaking" is the expression form in the lecture, and "class" is the content to be expressed in the lecture. Therefore, in this sense, the lecturer needs to work hard on "speaking" and "teaching", that is, from the form and content of expression, in order to achieve good teaching results.

Talking about classes-mainly examining professional knowledge, education and teaching knowledge and ability. Speaking class is a kind of teaching research activity between preparing lessons and attending classes, and it can also be said to be an artistic expression of teaching. It is a deepening and testing of lesson preparation, which can make lesson preparation rational and a more rigorous scientific preparation for the trial lecture. Therefore, lecture is a systematic and general exposition of teachers' understanding of specific courses, their own teaching views, and their own teaching ideas, methods, strategies and theoretical basis on the basis of preparing lessons, facing peers or experts. Therefore, lectures should not only be clear about "how to teach", but also be clear about "why to teach like this". This is an effective teaching activity to improve teachers' teaching quality and enhance their teaching ability, and has now become an effective organizational form of teacher training. Speaking of class, we must make a scientific analysis and explanation of lesson preparation from a theoretical height, so as to prove that our lesson preparation is orderly, not blind; It's reason, not sensibility.